The International Observatory on Academic Achievement - Documentary search

File number :
IST-ISC-19e

Bibliographic reference :

Mullis, I.V.S. & al. (2000). Gender Differences in Achievement: IEA’s Third Mathematics and Science Study (TIMSS). TIMSS International Study Center (Boston College).
<http://timss.bc.edu/timss1995.html>
Consulté le 1 mai 2006

 

 

Abstract :

Presentation of the Study
This research report is based on data collected as part of the Third International Mathematics and Science Study (TIMSS) that has been conducted by the International Association for the Evaluation of Educational Achievement (IEA) since 1995.

The international comparative study involving more than forty countries assesses mathematics and science achievement every four years. More than 500,000 students take part in the research.

Results presented in this report focus more particularly on the differences in mathematics and science achievement by gender, assessed at the fourth and eighth grades of the elementary level as well as the final year of secondary school.

Data Sources
The data originated from a test covering mathematics and science content that students in the target grades should master. The students also completed a questionnaire about their experience learning these subjects (e.g., out-of-school study time, motivating factors, perceived value of these subjects).

Main Results
Results are presented in four sections. The first section summarizes results previously reported by the TIMSS team and showing few differences by gender:
- Higher mathematics achievement of male students at the final year of secondary school;
- At the eighth grade, the difference in science achievement between the genders is greater than that at the fourth grade in close to two thirds of countries. This result is even greater at the final year of secondary school.

The second section deals with the gender difference in high and low achievements. The results of two analyses revealed if this difference was pervasive across the grades. The results paralleled those presented in the first section.

The third section deals with performance by gender related to test items and has shown that:
- Male students had higher achievement rates than female students with mathematics items involving spatial representation, proportionality, measurement and formulas;
- Up to the eighth grade, female students outperformed male students on items involving reading graphs, computation and algorithmic problem solving;
- At the final year of secondary school, male students outperformed female students on all items internationally;
- In science, the difference in achievement by gender was based on the nature of items. Female students had higher achievement on items involving health and nutrition, while male students had higher achievements in earth science and physical sciences.

Lastly, the fourth section discusses attitudinal and contextual data on student experiences:
- At the final year of secondary school, male students tended to think that it was important to do well in mathematics and science, while female students tended to report that it was important to do well in languages;
- Internationally and across the grades, results showed that female students spent more time studying mathematics and science than male students;
- At the eighth grade, more male than female students agreed that it was more important to do well in these subjects for two main motivations, namely pleasing their parents and getting a good job;
- At the final year of secondary school, more male than female students reported that they would like a job in mathematics-related fields.

It is important to note that in most countries, the achievement gap between male and female students became wider as they progressed through school and that this gap was more pronounced in science than in mathematics.

Links :
http://timss.bc.edu/timss1995.html

Key Words :
International Comparisons, Gender, Mathematics, Science, Primary, Elementary, Secondary/High School, Newsletter2

Monitored Countries :